DEVELOPING OF THAI AS A SECOND LANGUAGE TEACHING PROCESS BASED ON TASK-BASED TEACHING AND TOTAL PHYSICAL RESPONSE METHOD TO ENHANCE COMMUNICATION FOR ETHNIC KINDERGARTENERS

Abstract

This research aimed to synthesize a conceptual framework of teaching processes that integrate task-based teaching and the Total Physical Response (TPR method to enhance communication skills of ethnic kindergarteners. The study employed documentary research methodology to examine literature and studies related to second language instruction, task-based teaching, TPR, and communication patterns of ethnic kindergarteners. The research was conducted in three stages: 1) literature review of relevant documents, research, concepts, and methods theories; 2) design of data collection tools and verification of their quality; and 3) analysis of data gathered from document studies using qualitative content analysis. The findings revealed that the conceptual framework comprised principles, teaching stages, and communication components. The principles consisted of five key elements: 1) activities that emphasize listening to develop Thai language comprehension as children learn effectively through listening with meaningful content related to daily life, cultural sensitivity, and children's prior experiences; 2) the use of gestures are to link Thai language with clear, gradual speech and short commands to facilitate understanding; 3) diverse media and materials to support Thai language learning and enhance long-term retention; 4) creating friendly interactions and warm atmosphere while providing assistance to help children feel relaxed and confident in speaking Thai; and 5) allowing adequate time to do activities and providing guidance and reflection to reduce errors and build confidence. The teaching process consisted of four stages: 1) activating prior experiences, 2) experimenting with activities, 3) extending language knowledge, and 4) reviewing to build confidence. This teaching approach aimed to promote ethnic kindergarteners’ communication skills in three areas: 1) nonverbal gestures for conveying meaning, 2) interactive dialogue to convey thoughts and feelings, and 3) writing.